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Read the case study, "Professor Rogers Trial".Determine who is most responsible for the group's low grade, assigning that character a 1. Determine who is second and third most responsible for the low grade and assign each a 2 and a 3. *Since the professor is not a member of the group, she isnot to be ranked.

2.Next, assign dysfunctional roles to each character.Use the document "Task and Maintenance Roles", p. 4. Thoroughly explain why you assessed the role by citing examples from the case study. A character could be displaying behavior of multiple roles.

3.Next, evaluate the characters' conflict styles and defensive communication behaviorsusing the documents "Conflict Styles" and "Supportive and Defensive Communication."

4. Write your completed analysis.

PROFESSOR ROGERS' TRIAL

PROFESSOR ROGERS thought her Speech 101 students would enjoy role-playing a real court trial as their last speech for the semester. She also hoped the experience would teach them to work well in teams, a skill much sought after by employers. So, she divided her students into groups of sixa team of three defense attorneys and a team of three prosecuting attorneysproviding each group with court transcripts of a controversial murder case. Using evidence from the actual trial, each team would present closing arguments for the case, after which a jury of classmates would render a verdict. Each team was allowed a maximum of 24 minutes to present its case, and all three team members would receive the same grade.

After class, ANTHONY told his teammates, SILVIE and DONALD, "We'll meet tomorrow at 4:00 in the library and plan a defense for this guy." Silvie felt angry about Anthony's bossy tone, but she just nodded. Donald said, "Whatever," put his earphones on, and strolled away singing louder than he probably realized.

"Look," Anthony said to Silvie at 4:15 the next day, "we're not waiting for Donald any more. Here's what we'll do. You go first and take about 10 minutes to prove that our defendant had no motive. I'll take the rest of the time to show that it could have been the victim's brother who shot him. I want an 'A' out of this."

Silvie was furious. "You can't just decide to leave Donald out. Plus, what about the defendant's fingerprints on the murder weapon! We have to dispute that evidence or we'll never win. I'll do that. And I'll go last so I can wrap up all the loose ends. I want to win this trial."

The defense team met twice more before the trial. Donald came to only one of the meetings and spent the entire time reading the case. He said he wasn't sure what he was going to say, but he'd have it figured out by the day of the trial. Anthony and Silvie argued about which evidence was most important and who would speak last. At one point, the college librarian had to shush them when Silvie lost her temper and started shouting at Anthony that no one had elected him the leader.

The day before the trial, Anthony went to Professor Rogers. "It's not fair that my grade depends on my teammates. Donald could care less what happens, and Silvie is always looking for a fight. I'll present alone, but not with them." "If you were an actual lawyer," Professor Rogers relied, "do you think you could go to the judge and complain that you aren't getting along with your partners? You'll have to figure out how to work as a team. The trial goes on as scheduled, and all three of you will get the same grade."

On the day of the trial, the three student prosecutors presented one seamless and persuasive closing argument. Then Anthony leapt up, saying, "I'll go first for my team." He spoke for 21 minutes, talking as fast as he could to present the entire case, including an explanation of how the defendant's fingerprints had gotten n the murder weapon. Silvie, greatly flustered, followed with a seven-minute presentation in which she also explained how the defendant's fingerprints had gotten on the murder weapon. At that point, Professor Rogers announce that the defense was already four minutes over their time limit. Donald promised to be brief. He assured the jury that the defendant was innocent and then read three unconnected passages from the transcript as "proof." His presentation took 75 seconds. The jury deliberated for five minutes and unanimously found the defendant guilty. Professor Rogers gave all members of the defense team a "D" for their speeches. ****************

Listed below are the characters in this story. Rank them in the order of their responsibility for the group's grade of "D." Give a different score to each character. Be prepared to explain your answer.

Most responsible 1 2 3 4 Least responsible ____ Silvie ____ Anthony ____ Donald DIVING DEEPER: Imagine that you have been asked to mentor the character you ranked number 1 (most responsible for the group's grade of "D"). What advice would you give this person about how he/she could strengthen teamwork skills and contribute to a better outcome in a future group project?

Dysfunctional Group Analysis

• Identify conflict styles, dysfunctional roles ( document below), and defensive communication. What went wrong with this group? Write responses in paragraph format to allow for well-developed explanations citing the documents to support the analysis.

Dysfunctional Roles	Typical Behaviors	Examples
1. Blocker	Interferes with progress by rejecting ideas or taking a negative stand on any and all issues; refuses to cooperate	"Wait a minute! That's not right! That idea is absurd." "You can talk all day, but my mind is made up."
2. Aggressor	Struggles for status by deflating the status of others; boasts, criticizes.	"Wow, that's really swell! You turkeys have botched things again." "Your constant bickering is responsible for this mess. Let me tell you how you out to do it."
3. Deserter	Withdraws in some way; remains indifferent, aloof, sometimes formal; day-dreams; wanders from the subject, engages in irrelevant side conversations.	"I suppose that's right...I really don't care."
4. Dominator	Interrupts and embarks on long monologues; is authoritative; tries to monopolize the group's time.	"Bill, you're just off base. What we should do is this. First..."
5. Recognition Seeker	Attempts to gain attention in an exaggerated manner, usually boasts about past accomplishments; relates irrelevant personal experiences, usually in an attempt to gain sympathy.	"That reminds me of a guy I used to know..." "Let me tell you how I handled old Marris..."
6. Joker	Displays a lack of involvement in the group through inappropriate humor horseplay, or cynicism.	"Why try to convince these guys? Let's just get the mob to snuff them out." "Hey, Carla, wanna be my roommate at the sales conference?"
7. Cynic	Discounts chances for group's success.	"Sure, we could try that idea, but it probably won't solve the problem. Nothing we've tried so far has worked."

Functional Group Roles and Conflict Management Strategies

• Discuss what functional roles the characters in Professor Rogers class COULD be (pp. 1-3).
• What supportive communication behaviors should they employ? Using Chapter 13.3, Communication in the Real World: An Introduction to Communication Studies. Richard G. Jones. what derailed this group, and how can they fix it?

ROLES AND GROUP COMMUNICATION

Task and Maintenance Roles in Functional and

Dysfunctional Group Communication

Task Roles	Typical Behaviors	Examples
1. Initiator/Contributor	Contributes ideas and suggestions; proposes solutions and decisions; proposes new ideas or states old ones in a novel fashion.	"How about taking a different approach to this chore? Suppose we..."
2. Information Seeker	Asks for clarification of comments in terms of their factual adequacy; asks for information or facts relevant to the problem; suggests information is needed before making decisions.	"Do you think the others will go for this?" "How much would the plan cost us?" "Does anybody know if those dates are available?"
3. Information Giver	Offers facts or generalizations that may relate to the group's task.	"I bet Chris would know the answer to that." "Newsweek ran an article on that a couple of months ago. It said..."
4. Opinion Seeker	Asks for clarification of opinions made by other members of the group and asks how people in the group feel.	"Does anyone else have an idea about this?" "That's and interesting idea, Ruth. How long would it take to get started?"
5. Opinion Giver	State beliefs or opinions having to do with suggestions made; indicates what the groups attitude should be.	"I think we ought to go with the second plan. It fits the conditions we face in the Concord plant best..."
6. Elaborator/Clarifier	Elaborates ideas and other contributions; offers rationales for suggestions; tries to deduce how an idea or suggestion would work if adopted by the group.	"IF we followed Lee's suggestion, each of us would need to make three calls." "Let's see...at thirty-five cents per brochure, the total cost would be $525.00."
7. Coordinator	Clarifies the relationships among information, opinions, and ideas or suggests and integration of the information, opinions, and ideas of sub-groups.	"John, you seem most concerned with potential problems. Mary sounds confident that they can all be solved. Why don't you list the problems one at a time, John and Mary can respond to each one."
8. Diagnostician	Indicates what the problems are.	"But you're missing the main thing, I think. The problem is that we can't afford."

Task Roles	Typical Behaviors	Examples
9. Orienter/Summarizer	Summarizes what has taken place; points out departures from agreed-on goals; tries to bring the group back to the central issues; raises questions about the direction in which the group is heading.	"Let's take stock of where we are. Helen and John take the position that we should act now. Bill says, 'Wait." Rusty isn't sure. Can we set that aside for a moment and come back to it after we..."
10. Energizer	Prods the group to action.	"Come on, guys, We've been wasting time. Let's get down to business."
11. Procedure Developer	Handles routine tasks such as seating arrangements, obtaining equipment, and handing out pertinent papers.	"I'll volunteer to see that the forms are printed and distributed." "I'd be happy to check on which of those dates are free."
12. Secretary	Keeps notes on the group's progress	"Just for the record, I'll put these decisions in the memo and get copies to everyone in the group."
13. Evaluator/Critic	Constructively analyzes group's accomplishments according to some set of standards; checks to see that consensus has been reached.	"Look, we said we only had two weeks, and this proposal will take at least three. Does that mean that it's out of the running, or do we need to change or original guidelines?"

Social/Maintenance Roles	Typical Behaviors	Examples
1. Supporter/Encourager	Praises, agrees with, and accepts the contributions of others; offers warmth, solidarity and recognition.	"I really like that idea, John." "Priscilla's suggestion sounds good to me. Could we discuss it further?"
2. Harmonizer	Reconciles disagreements, mediates differences, reduces tensions by giving group members a chance to explore their differences.	"I don't think you two are as far apart as you think. Henry, are you saying _____? Benson, you seem to be saying _____. Is that what you mean?"
3. Tension Reliever	Jokes or in some other way reduces the formality of the situation; relaxes the group members.	"Let's take a break...maybe have a drink." "You're a tough cookie, Bob. I'm glad you're on our side!"
4. Conciliator	Offers new options when his or her own ideas are involved in a conflict; willing to admit errors so as to maintain group cohesion.	"Looks like our solution is halfway between you and me, John. Can we look at the middle ground?"
5. Gatekeeper	Keeps communication channels open; encourages and facilitates interaction from those members who are usually silent.	"Susan, you haven't said anything about this yet. I know you've been studying the problem. What do you think about _____?"
6. Feeling Expresser	Makes explicit the feelings, moods, and relationships in the group; shares own feelings with others.	"I'm really glad we cleared things up today." "I'm just about worn out. Could we call it a day and start fresh tomorrow?"
7. Follower	Goes along with the movement of the group passively, accepting the ideas of others, sometimes serving as an audience.	"I agree. Yes, I see what you mean. If that's what the group wants to do, I'll go along."

Conflict Styles

There are five styles of conflict. Each style has consequences.

Competing style: Great concern for your own needs; little concerns for other's needs. As long as your needs are met, you feel the conflict is over. You may impose your will over another. It represents the philosophy "I win ; you lose " It can create resentment with others. In a competition, it is the right strategy. Or in a time-sensitive situation, like a game or something that requires a quick turnaround, this may be a smart choice. However, within groups or interpersonal relationships, it can create resentment.

Avoiding style: Individuals are little concerned with their own or the other's needs. They avoid communication about the problem. If a couple can't agree on a vacation destination but will not negotiate, they may take no vacation at all. When the subject comes up, the subject is changed or the discussion is put off until "later." This is the philosophy of "I lose ; you lose " because the conflict tends to fester. There could be times when it is better to "agree to disagree." For example, if I am in a conversation about a religion I do not know much about, or if I do not agree with an inconsequential view, I may avoid engaging in a discussion.

Compromising style: The strategy meets the other person half-way, or we may use the term "give and take" when considering compromising. Each person gives up a little bit of what they wanted in negotiation to get some of what they want. There could still be a residue of resentment in compromise. This philosophy illustrates "I lose and win ; you lose and win ."

Accommodating style: To accommodate means one person sacrifices needs and desires for the other person's needs or desires. This may maintain the peace during conflict. Also, this strategy may be desirable if one person really doesn't have a strong opinion or desire. For example, a couple is deciding where to go on vacation. Both would like to go to the beach, but one person really wants to go to Virginia Beach over Myrtle Beach. The second person may not have a strong opinion on either so person two accommodates the desire of person one. This is called "I lose ; you win ." When it is destructive to a group or relationship is when the person accommodates relentlessly. Eventually, it will lead to relational dissatisfaction.

Collaborating style: You address both parties needs and desires through negotiation. It is considered ideal, but it takes a lot time and a willingness to communicate and problem solve. This philosophy is called "I win ; you win ."

Dysfunctional Roles	Typical Behaviors	Examples
1. Blocker	Interferes with progress by rejecting ideas or taking a negative stand on any and all issues; refuses to cooperate	"Wait a minute! That's not right! That idea is absurd." "You can talk all day, but my mind is made up."
2. Aggressor	Struggles for status by deflating the status of others; boasts, criticizes.	"Wow, that's really swell! You turkeys have botched things again." "Your constant bickering is responsible for this mess. Let me tell you how you out to do it."
3. Deserter	Withdraws in some way; remains indifferent, aloof, sometimes formal; day-dreams; wanders from the subject, engages in irrelevant side conversations.	"I suppose that's right...I really don't care."
4. Dominator	Interrupts and embarks on long monologues; is authoritative; tries to monopolize the group's time.	"Bill, you're just off base. What we should do is this. First..."
5. Recognition Seeker	Attempts to gain attention in an exaggerated manner, usually boasts about past accomplishments; relates irrelevant personal experiences, usually in an attempt to gain sympathy.	"That reminds me of a guy I used to know..." "Let me tell you how I handled old Marris..."
6. Joker	Displays a lack of involvement in the group through inappropriate humor horseplay, or cynicism.	"Why try to convince these guys? Let's just get the mob to snuff them out." "Hey, Carla, wanna be my roommate at the sales conference?"
7. Cynic	Discounts chances for group's success.	"Sure, we could try that idea, but it probably won't solve the problem. Nothing we've tried so far has worked."

5. Focus on strategies for the case study group to become a functional, successful group.

Supportive and Defensive Communication

Not all communication is good communication. Some styles of language can elicit a defensive response from others. Jack Gibb (1961) developed a list of defensive communication behaviors and a list of supportive communication behaviors in communication styles.

The type of talk that proves destructive in relationships and teams sets up defensive reactions on the part of the listener. Supportive communication tends focuses on a problem or an issue and proves to be a more productive language style.

Defensive Language	Supportive Language
Evaluation: evaluate or judge another person based on an action. Usually uses "You" language. "You never help out." "Why don't you listen to me?" "Smoking is so stupid." (The implication is the person is stupid for smoking.)	Description: describing your own feelings or opinions without attacking the person. "I would appreciate some help cleaning the room." "I feel like what I say isn't important." "I worry about your health, and smoking is so bad for one's health."
Control: When you try to control the behavior of another person by ordering the other to do things, or impose your view without mutual discussion. Control messages deny the other person's input or contributions. One who uses controlling language is getting their own way. "We will submit the report early." "I've determined the plan we will follow." "We will spend the holiday at my parents."	Problem orientation: invites mutual participation and recognizes the significance of each person's contributions. Seeking the best solution without predetermining what it should be. "What is the earliest date we think we could submit the report?" "This project will require careful planning. What is your input?" "I'd like to spend the holiday with my parents this year. What are your thoughts on that?"
Strategy/Manipulation: attempt to push compliance or try to maneuver around other people, especially concealing your true motives. "Wouldn't you like to go for pizza tonight?" "Don't you think my way is the better way?" (especially if it is someone in a superior position, like a boss.) "I guess we could do it that way, if you want to do all of that work."	Spontaneity: create an atmosphere of transparency of your intentions. It's more open and honest as to your motives and goals. "I don't feel like cooking. What do you think about pizza tonight?" "I think my plan is a good plan, but I am open to your thoughts." "It seems like that idea would take a lot of time. Could we look at other options?"
Neutrality: the sense of indifference or a lack of caring for the other person. The response lacks empathy and may make the person feel unwelcome or unimportant. "Whatever." "It doesn't matter." "Just get it done."	Empathy: attempts to show understanding the other's view point. It doesn't mean agreement, but it acknowledges other person's values. "I like the red one more than the blue, but it's your call." "I understand your concerns about the project. Let's keep working and we can always reevaluate." "I thank you in advance for the extra time you have to put into this project."
Superiority: make the other person feel inferior or in a lower position. The other person is second class. Pulling rank is an example. "Based on my 20 years of experience, you should listen to me." "As captain, I say we meet at 4:00." "I've done this before, so I don't need to attend."	Equality: minimize status differences and empowers values the listener. "I am interested in learning about your experiences." "I'll suggest 4:00 for a meeting time. Does that work for you?" "I will go with you so we can hear the information together."
Certainty: an attitude of certainty, a know-it-all. Does not allow for negotiation or considering other viewpoints. "The only way is my way." "We did it that way 10 years ago, and it didn't work." "The only way to wake up a lazy student is to let him fail."	Provisionalism: one puts forth ideas but allows for the fact there may be other ideas or viewpoints to consider. "This has worked for me in the past, but I'm open to ideas." "We've tried that idea in the past, but maybe we can revise it to get better results." "Let's try an intervention and advising to reach the student."